PATS MENTOR STARTER KIT
Monash University
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CONTENTS
1. THE PEER ASSISTED TEACHING PROGRAM ..................................................................................... 3
2. THE PATS PROCESS .......................................................................................................................... 5
3. PATS MENTORING RESPONSIBILITIES ............................................................................................. 6
4. THE PATS TASKS .............................................................................................................................. 7
5. WORKSHOPS 2014 – Monash University ...................................................................................... 13
6. LITERATURE ON MENTORING ....................................................................................................... 15
7. RESOURCES FOR MENTORS – Monash University ........................................................................ 16
If you need further information or assistance, please contact the PATS team:
A/Professor Angela Carbone (PhD) Director, Education Excellence Office of the Pro Vice-Chancellor (Learning and Teaching) 2012 OLT National Senior Teaching Fellow [email protected] T: 03 9903 4481 | M: 0407 886 791 Dr Bella Ross Research Officer [email protected]
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1. THE PEER ASSISTED TEACHING PROGRAM
1.1 What is PATS?
PATS is a new form of academic developmental for teaching staff to assist them in
enhancing teaching quality, increasing teaching satisfaction and improving student learning
experiences. The scheme provides a structured framework to reinvigorate units and courses
through collegial input and self-regulated activities that involve goal-setting exercises, peer
observation of teaching and analysis of informal student feedback.
Details of the process are provided in section 1.5.
1.2 Aims
The Scheme aims to inform and equip academics with skills and strategies to reinvigorate
their units. It provides opportunities for teachers to share ideas, discuss improvements and
develop future educational innovations. PATS brings together teachers and researchers with
a common interest in building peer capacity to enhance learning and teaching. Some
outcomes of the PATS scheme include: scholarly publications by peers, the receipt of
awards and grants for teaching innovations. Visit the pats website (ww.monash.edu/pats) for
examples of the impact of PATS .
1.3 History of PATS
PATS was initially piloted in the Faculty of Information Technology at Monash University in
2009 to combat the large number of units with low student satisfaction units evaluation
scores. Positive results led to an ALTC Teaching Fellowship in 2010 supporting the seeding
of PATS at seven faculties throughout 2010-2011 at Monash University. This in turn led to
interest by the Council of Australian Directors of Academic Development and funding for a
trial of PATS across five Australian higher education institutions in 2012. In 2013 A/Prof
Angela Carbone was awarded an OLT National Senior Teaching Fellowship to expand
PATS to higher education institutions across Australia. Thirteen institutions, including two
private providers took part.
1.4 Partnership types
There are four partnership types:
Mentor-mentee partnership - partnership focuses on the mentee's unit
Reciprocal partnership - partnership works together providing support and
mentorship to each other in reinvigorating their individual units
Mentor-mentee group partnership - a group of mentees works with one mentor
Reciprocal group partnership - a small group works together as peer mentors
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1.5 The PATS process
The PATS process is outlined in Figure 1 page 5.
The meetings will occur with your faculty’s PATS co-ordinator, and seven meetings will occur
with the partners alone.
Meeting with PATS co-ordinator
Throughout the course of a semester, a mentor and mentee liaise with their PATS
Coordinator:
Initial meeting with PATS Coordinator – participants are introduced to the scheme
and given the opportunity to ask questions about the scheme
Mid-semester catch up with the PATS coordinator – to support participants by
offering the chance to reflect on issues/dilemmas as they arise and to share these
with the group; there will be opportunities for all to learn from the experiential
learning of their peers.
Final meeting with PATS coordinator – meeting with the mentor and mentee to
discuss the long-term outcomes of the process, review progress, challenges and
further aspects of learning and teaching.
Both parties should review the literature on Mentoring listed in Section 6.
Meetings with PATS partners
Throughout the semester, regular PATS meetings should take place where you and your
peer discuss and reflect on re-invigorating a unit or course. There will be seven tasks to
complete overall - three pre-semester tasks, two during semester tasks and two post-
semester tasks. Your responsibilities for each task is explained in section 3.The partners
are expected to meet to discuss the task requirements. The tasks are explained in the PATS
Instructional Workbook, which is available for download from the pats website.
1.6 Acknowledgements and Rewards
As part of participating in PATS, participants are allocated 10 coffee vouchers to encourage
meetings and collegial discussion around improving learning and teaching. Other incentives
may be offered – check with your faculty PATS Coordinator for details.
PEE
R
ASSISTE
D
TEACHIN
G
SCHEME
(PATS)
Tea
chers
Helping
Teachers
Build
ing Quality
in Higher
Education
Units
monas
h.edu/pats
2. THE PATS PROCESS
PRE-SEMESTER TASKS
week 4 weeks 4-9 weeks 6-9
(optional)
DURING SEMESTER TASKS POST-SEMESTER TASKS
Debrief focus group
MENTOR
MENTEE
2. BREAK DOWN THE BARRIERS
3. GOALS FOR IMPROVEMENT
6. CRITICAL REFLECTION ON GOALS
7. PERFORMANCE PLANNING
1. MEET AND
GREET
4. GATHER INFORMAL STUDENT FEEDBACK
5. CONDUCT A PEER
OBSERVATION OF TEACHING
GATHER INFORMAL STUDENT FEEDBACK
WORKSHOP 1 WORKSHOP 3 WORKSHOP 2
Initial briefing session
MENTOR
MENTEE
RE
CR
UIT
ME
NT
/P
AR
TN
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SH
IPS
RE
WA
RD
S/
AC
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OW
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Recommended Timeline (week) -4 -3 -2 4 4-9 6-9 13
After unit evaluation results are released
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3. PATS MENTORING RESPONSIBILITIES
The role of the PATS Mentor is to:
provide support to your mentee before, during and after the completion of a
teaching semester
conduct a peer review of teaching together with your mentee
assist your mentee in completing the workbook tasks
PATS Outcomes
In your role as mentor, you will have achieved the following at the end of the PATS scheme:
assisted your mentee in identifying 2-3 learning and teaching goals
agreed and implemented a strategy(s) to achieve each goal
accessed and reviewed informal student feedback about their teaching and unit
reviewed each other’s teaching and/or unit and responded to peer feedback
shared ideas, knowledge and experiences with each other
reflected on your mentee’s goals, strategies and barriers
drafted a set of achievements for input into performance development plans
considered engaging in the scholarship of learning and teaching by drafting paper
for publication in a leading educational journal or conference
Dr Laurence Orlando (pictured
below with her PATS partner
Peter Wagstaff) from the Faculty
of Pharmacy and Pharmaceutical
Sciences at Monash University
introduced PATS to develop the
use of Wikis in collaborative
student assessments. The
resulting output was a student-led
produced textbook - The
Formulator’s Guide to Tableting
Monash PSC3201 students.
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4. THE PATS TASKS
Task 1 – Meeting Your Peer
The most important aspect to your PATS partnership is getting to know your peer and
developing a good working relationship.
The first step is to arrange a meeting where you can get to know each other over coffee.
During this initial session you will:
Introduce yourself to your peer: tell them your name, what you do, and why you are
doing PATS
Outline the rational the PATS and the theories that underpin the scheme
Go through the PATS process and the time involved
Highlight some of the key benefits of PATS
Establish some ground rules so you can work effectively over the term of the
semester
Give your peer a chance to ask questions about the scheme and what’s involved for
them
As a mentor, your role is to assist your peer to think differently about
their unit, their teaching, their students and their learning and teaching
environment.
Before you meet with your peer, visit the PATS website
monash.edu/pats. This will reinforce the information received in your
initial briefing and provide links to regular newsletters, video clips and
other useful resources.
Resources
Leadership training, LH Martin Institute: www.lhmartininstitute.edu.au/executive-education-
programs/leadership-programs/85-emerging-leaders-and-managers-program
Leadership and Organisational Development, Monash University: www.adm.monash.edu.au/human-
resources/leadership-development/
Monash Educational Excellence Research Group (MEERG): www.monash.edu.au/news/show/introducing-
meerg
Morton, A. (2003). Mentoring. In, Continuing Professional Development Series, No. 2. Learning & Teaching
Support Network, York.
Office for Learning & Teaching (OLT) Grant & Fellowship programs: www.olt.gov.au/
OLT Networks (national, discipline and state based): www.olt.gov.au/networks
Teacher preparation programs offered by your institution’s Academic Development Unit
Victorian Tasmanian Promoting Excellence Network: vtaspenetwork.com
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Task 2 – Identifying the Barriers
As mentor, your role in Task 2 is to assist your peer in identifying barriers to teaching
improvement. This task requires academics to identify and “break down” the barriers they
perceive as inhibiting or prohibiting them from initiating improvements to their unit’s content,
design and/or delivery. In order to identify these barriers, academics are asked to reflect on
whether barriers are internal, external and within their control or not.
Academic teachers are better placed to find solutions to barriers by first identifying the
barrier theme. Specific identification enables academics to devise suitable, more effective
strategies for overcoming barriers to reinvigorating their unit.
Our work with PATS has shown that the types of barriers that academics face in their
teaching can be categorised into the following themes and sub-themes. This is a work in
progress (Carbone et al. in progress). It is your role to guide your peer through the task of
identifying their barriers and suggesting possible strategies to making teaching
improvements.
Theme Sub-themes
Personal Confidence; Knowledge; Motivation; Skills; Anxiety
Student Attitude; Language Skills; Knowledge; Background
Department/ Faculty Culture; Support; Time & Workload; Structural Aspects
Institutional Training; Class size; Resources; Admin; Scheduling
Resources
Brownell, S., & Tanner, K. (2012). Barriers to Faculty Pedagogical Change: Lack of Training, Time, Incentives,
and Tensions with Professional Identity? CBE—Life Sciences Education, 11(Winter), 339-346.
Carbone, A., Ross, B., Lindsay, K., Drew, S., Tout, D., Phelan, L., Cottman, C., Stoney, S (forthcoming) Contemporary
barriers to teaching Improvement in Higher Education: Insights from the Peer Assisted Teaching Scheme.
Educational Researcher
Carbone, A., Ross, B., Lindsay, K., Drew, S., Tout, D., Phelan, L., Cottman, C., Stoney, S (forthcoming) Breaking down the
barriers to teaching improvement using a Peer Assisted Teaching Scheme. Teaching in Higher Education
Christensen H. J. M., & Mighty, J. (Eds.). (2010). Taking Stock: Research on teaching and learning in higher
education. Montréal, Quebec: McGill- Queen’s University Press.
DaRosa, D. A., Skeff, K., Friedland, J. A., Coburn, M., Cox, S., Pollart, S., O'Connell, M., & Smith, S. (2011).
Barriers to Effective Teaching. Academic Medicine, 86(4), 453-459.
Hockings, C. (2005). Removing the barriers? A study of the conditions affecting teaching innovation. Teaching
in Higher Education, 10(3), 313-326.
Knight, P. (2006). The effects of postgraduate certificates in teaching and learning in higher education: A report
to the project sponsor and partners.
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Task 3 – Setting Achievable Goals
As a mentor, you will be working with a peer to
improve their teaching by setting goals for
improvement and formulating strategies to achieve
these goals.
The SMART goal setting framework may assist in
thinking about their goals as: Specific, Measurable,
Attainable, Relevant, and Time-bound (Ross et al.
Under review).
Our work has shown that academics may benefit
from categorising their goals according to
educational focus area (Carbone et al. 2013)
Educational Focus Areas
Teaching goals Are centred on enhancing the academic’s own performance as a teacher, their skills or mastery abilities.
Course goals Mainly address the choice of topics: making these relevant to students; improving the structure and organisation of the course; as well as the delivery method.
Assessment goals
Cover three themes: the design and specification of the assessment task, the creation of a clear and fair assessment rubric, and the provision of quality feedback to students.
Activity goals Encompass in-class activities to promote student engagement, creating more collaborative activities and team work exercises.
Administrative goals
Centre on administrative aspects of teaching rather than pedagogy, such as ensuring that students could download the relevant materials, access the readings, and providing email alerts.
Resource goals Address the currency and relevance of resources supplied to students.
Student goals Are aimed at changing students’ behaviour, their engagement with, and participation in, a course.
Resources
Carbone, A., Ceddia, J., Simon, D'Souza, D., Mason, R. (2013) Common Concerns in Introductory Programming
Courses, Proceedings of the Fifteenth Australasian Computing Education Conference (ACE2013).
Day, T., & Tosey, P. (2011). Beyond SMART? A new framework for goal setting. The Curriculum Journal, 22(4),
515-534.
Project Smart, Setting SMART goals: www.projectsmart.co.uk/smart-goals.html
Ross, B., Carbone, A., Lindsay, K., Drew, S., Phelan, L., Cottman, C., Stoney, S. (Under reveiew). Kicking Goals
with PATS: Setting Academic Development Goals Effectively
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. Motivation and Self-
regulated Learning. D.H. Schunk & B.J. Zimmerman (Eds.). New York, Lawrence Erlbaum Associates:
267-295.
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Task 4 – Engaging in the Student Voice
As mentor, you will assist your peer in engaging the student voice early in the semester as
part of the feedback process. In Task 4 academics gather informal student feedback using
either the template provided in the PATS workbook or an alternative method or instrument of
the academic’s own choosing.
Students’ perspectives on their
learning experiences can be
considered feedback only when
lecturers acknowledge and
respond to them. When such
feedback loops are created and
closed within a unit’s teaching
term, the feedback can be of
immediate developmental benefit,
and visibly so for students.
This process entails reviewing
and reflecting on student
comments, and formulating
appropriate responses to be “fed
back” to students and enacted.
Closing the feedback loop is
essential, as is ensuring that
students see their comments
being received and responded to.
This only occurs when the
teaching academic
communicates back to students the course of action they are taking, if any, and the
reasoning behind their decision.
Resources
Brandenburg, R. (2010). Freida’s feedback on feedback: Making sense of feedback and evaluation. University
of Ballarat (Ed.), Learning and Teaching Week 2010.
Boud, D., & Molloy, E.K. (2013). Rethinking models of feedback for learning: the challenge of design,
Assessment & Evaluation in Higher Education, 38(6), 698-712.
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Jossey-Bass.
The Learning Thermometer: www.learningthermometer.com.au
Peer Assisted Study Sessions (PASS): www.uow.edu.au/student/services/pass/centre/overview/
Phelan, L., Tout, D., Cottman, C., Carbone, A., Drew, S., Ross, B., Stoney, S. & Lindsay, K. (In progress). Creating
collegial frameworks to tighten and close student feedback loops.
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Task 5 – Peer Review of Teaching
One line of inquiry into improving teaching is by getting the opinion of a knowledgeable peer.
As a mentor, you can provide your peer with encouraging and constructive advice on their
teaching. By observing you, your peer can also learn about different techniques and styles of
teaching.
There are many different types of peer review instruments which serve different purposes.
Peer review instruments range from justified determinations of evidence against effective
teaching principles, checkbox responses against particular teaching quality indicators, to
freeform observation notes to capture observer perceptions and ideas as teaching unfolds.
1. Briefing session
An initial discussion between the
partners about the nature and aims
of the activity so both can benefit
from the experience.
2. Observation session
Observer records their observations
throughout the session about the
various interactions between the
teacher and the students.
3. Post-observation session
A collaborative reflection where the observer provides feedback in the form of constructive
criticism and suggestions for improvement.
4. Production of a joint statement
A short summary containing a log of who was observed by whom, good practice observed
and any other issues related to the promotion of high quality learning and teaching.
Resources
Bell, M. (2007). Peer Observation Partnerships in Higher Education, HERDSA.
Bell, M. (2012). Peer Observation Partnerships in Higher Education (2nd ed.). Milperra, NSW.
Dunseath, T., Thomas, S., Fullerton, P., Haque, S., Crosling, G., Ming, L. W., Muniyandy, S., Chin, E. P. Y., Ogawa,
S., Ratnasingam, V., Fen, C. Y. S., Lindley, J. & Ayavoo, S. (2010). Peer Review of Teaching. Monash
University, Sunway.
Griffith University Peer Review: www.griffith.edu.au/learning-teaching/quality/peer-review-of-teaching/pro-
teaching/standard/resources
Macquarie University Peer Review:
www.staff.mq.edu.au/teaching/evaluation/evaluation_methods/peer_review/
Monash University Peer Review: www.opq.monash.edu.au/us/surveys/peer-review-teaching.html
Rowe, A. Solomonides, I. Handal, B. (2010). How to Collaborate with Peer Observation: Learning from each
other. Macquarie University.
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Tasks 6 & 7 – Reflection and Professional Development Planning
As a mentor, it is your responsibility to work alongside your peer to reflect on and discuss the
goals they set for themselves in Task 3. By reflecting on how well and why certain goals
were achieved, an academic can identify areas to continue working on in future teaching.
Reflecting on those goals that were not fully achieved can open up a discussion around how
to do things differently in future. As an experienced academic, you can assist your peer in
this process.
Your experience as a mentor in the PATS scheme will provide you with the tools to build
educational standing and educational leadership in your field. By providing advice and
mentorship to your peer, you are adding credibility to your teaching profile while helping a
peer to make improvements to their teaching.
It is also a good idea to ask your peer for a short statement about your role as teaching
mentor, which you can then use in your professional development portfolio.
Resources
Clark, D. Learning through reflection: www.nwlink.com/~donclark/hrd/development/reflection.html
Critical Reflection and Critical Pedagogy podcast, Dr Phil Chambers, Coventry University:
www.coventryuniversity.podbean.com/2009/08/07/critical-reflection-and-critical-pedagogy-
interview-with-philip-chambers/
Schӧn, D. Learning reflection and change: www.infed.org/mobi/donald-schon-learning-reflection-change/
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5. WORKSHOPS 2014 – Monash University
Academics participating in PATS can access a variety of workshops (through Monash’s
GCAP program) to enhance their teaching. GCAP offers the following units:
HED5060 Principles of Effective Teaching (Dr Phillip Dawson)
HED5062 Contemporary Learning Environments (Dr Hariz Hallilovich/Jason Ceddia)
HED5081 Discipline based studies in Higher Education (Jason Ceddia)
HED5092 Higher Education Inquiry (A/Prof Angela Carbone)
The key units for PATS participants are HED5060 and/or relevant modules from HED5081.
See below for an outline of each unit. The full unit guides can be accessed here:
www.opvclt.monash.edu.au/educational-excellence/gcap/unit-information.html
Note that you do not need to complete the assessment component to attend an individual
module.
HED5060 Principles of Effective Teaching – S1 & 2
This unit enhances participants' knowledge of the principles of planning, teaching, learning
and assessment. Effective teaching is viewed as a continually evolving practice based on
the quality cycle of plan, act, evaluate and improve. Participants will explore inclusive
student-centered learning activities and make choices in matching learning outcomes,
learning activities and assessment with learning objectives. The unit also investigates
strategies for optimizing student engagement and helps participants act effectively in the
classroom through analytical processes and peer review.
HED5062 Contemporary Learning Environments – S2
This unit provides participants with a structured introduction to the key contemporary
learning environments in higher education. Such environments include: virtual spaces;
industry placements; simulated settings; as well as a range of traditional and state-of-the-art
lecture, laboratory and tutorial settings. HED5062 will allow participants to examine the
influence of virtual design, physical spaces and the 'hidden curriculum' on learning. It will
introduce ways of promoting learning in a range of different contexts both indoor and outdoor,
and on-site and online. Participants will consider: the impact of different learning
environments; how to maximise and/or broaden student learning; and practical
considerations such as available resources and administration.
HED5081 Higher Education Inquiry – S1
Higher Education Inquiry is designed to allow the teaching of topics which are of specific
interest to particular disciplines within higher education or are focused upon a particular
contemporary perspective in higher education. In line with other Graduate Certificate in
Academic Practice units, this unit will explore aspects of the particular topic through
examining participants’ own work practices.
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HED5092 Developing Higher Education Innovations – S2
The Higher Education Innovations unit will allow participants to design a project which aims
to improve or innovate in an area of higher education. Participants can investigate any area
of teaching and learning in higher education. This unit will introduce the essential elements
required to undertake a higher education project. Participants will consider: ways of
expressing their project effectively using variety of formats; the need and value of their
project; exploring the literature and building on past higher education projects and programs;
the research approach; dissemination plans; timeline and budget so that the deliverables
and outcomes of the project can be achieved within the timeframe.
Module Timetable – HED5081
PATS participants should choose the most relevant modules(s) from HED5081 based on
their aims developed in Task 3 of the PATS workbook.
Please email [email protected] to register interest in attending.
0 Unit introduction Jason Ceddia Tue 21 Jan
1 Enhancing learning and teaching with technology
Jason Ceddia Tue 21 Jan
2 Managing and assessing group work Jason Ceddia Wed 29 Jan
3 Internationalisation of curriculum and globalization
Matthew Piscioneri & Libby Tudball Thurs 6 Feb
4 Research skill development for improving student learning outcomes
Glen Croy, Leanne McCann, Susan Mayson, Lyn Torres & Sarah Jansen
Fri 14 Feb
5 Problem-based learning and teaching Fiona Newton Wed 19 Feb
6 Assessment design: A critical thinking approach
Cristina Neesham Tue 25 Feb
7 Career development in higher education
Joanne Tyler Wed 12 Mar
8 Peer assisted learning (PAL) Gerry Rayner & Yvonne Hodgson Thurs 20 Mar
All modules will run from 10.00am to 4.00pm with an hour break for lunch. Please note –
some information may be subject to change. Modules will run subject to enrolment. The
Introduction module is compulsory. Venues are provisional and should be checked on the
Moodle unit site before attending.
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6. LITERATURE ON MENTORING
Bell, A & Treleaven, L. (2010). ‘What makes for a successful mentoring program for
academics?’ In M. Devlin, J. Nagy and A. Lichtenberg (Eds.) Research and
Development in Higher Education: Reshaping Higher Education, 33: 61-71.
Dawson, P. (in press). Beyond a definition: towards a framework for designing and
specifying mentoring models. Educational Researcher.
Glassick, C. E., Huber, M. T., & Maeroff, G. I. (1997). Scholarship assessed: An evaluation
of the professoriate. San Francisco: Jossey-Bass.
Gray, K., Chang, P., & Radloff, A. (2007). ‘Enhancing the scholarship of teaching and
learning: Evaluation of a scheme to improve teaching and learning through action
research’, International Journal of Teaching and Learning in Higher Education, 19, 1:
21-32.
Huber M. & Morreale S. (2000). Disciplinary Styles in the Scholarship of Teaching and
Learning: Exploring Common Ground. Washington, DC: American Association for
Higher Education and The Carnegie Foundation for the Advancement of Teaching.
Hutchings P. (2000). Opening Lines: Approaches to the Scholarship of Teaching and
Learning. Washington DC: The Carnegie Foundation for the Advancement of Teaching.
Johnston, S. & McCormack, C. (1997) ‘Developing research potential through a structured
mentoring program: issues arising’, Higher Education 33: 251–264.
Kift, S. M. (2011) Integrating a sustainable academic career around scholarly learning and
teaching activities. In Hay, I. (Ed.) Inspiring Academics: Learning with the World’s
Great University Teachers. Open University Press (McGraw-Hill): Berkshire, England,
pp. 172-190.
Lumpkin, A. (2011) ‘A model for mentoring university faculty’, The Educational Forum, 75, 4:
357-368.
Morton, A. (2003 Mentoring, ‘Continuing Professional Development Series’, 2. LTSN Generic
Centre. York: Learning and Teaching Support Network.
Southwell, D. (2012). Good Practice Report, ‘Revitalising the academic workforce’ ALTC
Sydney. Accessed 12.03.13 at www.olt.gov.au/resource-revitalising-academic-
workforce-2012
Waterman, M., Weber, J., Pracht, C., Conway, K., Kunz, D., Evans, B., Hoffman, B.,
Smentkowski, B., & Starrett, D. (2010) ‘Preparing scholars of teaching and learning
using a model of collaborative peer consulting and action research’, International
Journal of Teaching and Learning in Higher Education, 22, 2: 140-151.
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7. RESOURCES FOR MENTORS – Monash University
Most people experience setbacks or challenges from time to time; managing work commitments, coping with work-related stress, getting the work life balance right, or dealing with mental health issues are just some of the obstacles academics may face during their careers. These issues can be addressed and worked through with the right type of support. The following tools, techniques and services are provided at Monash University to support staff who may be suffering from stress or those who are working with staff who are stressed.
Counselling appointments:
http://www.monash.edu.au/counselling/appointments.html
Counselling skills:
http://www.adm.monash.edu.au/staff-development/ws/ct/counsel.html
Developing mental toughness:
http://www.adm.monash.edu.au/staff-development/ws/ct/tough.html
Mindfulness for staff:
http://www.adm.monash.edu.au/staff-development/ws/work/mindfulness-staff.html
Mindfulness for supervisors:
http://www.adm.monash.edu.au/staff-development/ws/work/mindfulness-supr.html
Online mental health resources:
http://monash.edu.au/counselling/online-mental-health-resources.html
The Employee Assistance Program:
http://www.adm.monash.edu.au/human-resources/counselling/
The Manager Assist Hotline:
http://www.adm.monash.edu.au/human-resources/counselling/manager-assist.html
The University has engaged ResolutionsRTK to provide our Employee Assistance
Program. There is also a service available for Managers and supervisors known as Manager
Assist.